KARAKTERISASI KETERAMPILAN COLLABORATIVE PROBLEM SOLVING (CPS) PESERTA DIDIK SMK MELALUI PENILAIAN BERBASIS WEB PADA MATERI LISTRIK DINAMIS - Azura, - (2020)
Proses penilaian keterampilan Collaborative Problem Solving (CPS) khususnya di Indonesia masih jarang ditemukan. Studi ini menggunakan metode online untuk menggali karakteristik keterampilan CPS peserta didik melalui penilaian berbasis web interaktif pada laman webcps.site. Peserta didik bekerja secara berpasangan menyelesaikan dua task tentang materi listrik dinamis. Metode yang digunakan dalam penelitian ini adalah metode survey. Data aliran proses diambil dari 15 grup yang dikelompokkan secara acak dari 30 peserta didik (17 diantaranya peserta didik laki-laki dan 13 peserta didik perempuan) di salah satu Sekolah Menengah Kejuruan Pulau Bengkalis di provinsi Riau. Data ditransformasikan menjadi indikator keterampilan Collaborative Problem Solving berdasarkan kata kunci dengan bantuan software Nvivo 12 Plus, kemudian dikategorikan berdasarkan empat level yaitu Beginner (level 1), Emerging (level 2), intermediate (level 3), dan advance (level 4). Hasil penelitian menunjukkan bahwa siswa berada di berbagai level dengan karakteristik yang berbeda di kedua domain sosial dan domain kognitif dalam keterampilan CPS. Penilaian yang digunakan dalam penelitian ini dapat digunakan sebagai instrumen pengukuran keterampilan pemecahan masalah kolaboratif. The process of assessing Collaborative Problem Solving (CPS) skills, especially in Indonesia, is still rare. This study uses an online method to explore the characteristics of students' CPS skills through interactive web-based assessments on the webcps.site page. Students work in pairs to complete two tasks about dynamic electrical material. The method used in this research is a survey method. Process flow data were taken from 15 groups randomly grouped from 30 students (17 of whom were male students and 13 were female students) in one of the Bengkalis Island Vocational High Schools in Riau province. The data is transformed into indicators of Collaborative Problem Solving skills based on keywords with the help of Nvivo 12 Plus software, then categorized based on four levels, namely Beginner (level 1), Emerging (level 2), intermediate (level 3), and advanced (level 4). The results showed that students were at various levels with different characteristics in both the social domain and the cognitive domain in CPS skills. The assessment used in this study can be used as an instrument for measuring collaborative problem solving skills.